scholarly journals Prevalence, phenomenology and personality characteristics of premenstrual dysphoric disorder among female students at Zagazig University, Egypt

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Seham M. Eldeeb ◽  
Afaf M. Eladl ◽  
Amany Elshabrawy ◽  
Amira M. Youssef ◽  
Mona H. Ibrahim
Keyword(s):  
Premenstrual Dysphoric Disorder ◽  
Female Students ◽  
Personality Characteristics

scholarly journals Influence of Type A and Type B Personality on Academic Achievement of University Students

2019 ◽  
Vol IV (II) ◽  
pp. 80-87
Author(s):  
Aabida Aabida ◽  
Muhammad Arshad Dahar ◽  
Muhammad Imran Yousuf
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Sample Selection ◽  
Sampling Technique ◽  
Type A ◽  
Personality Types ◽  
Female Students ◽  
Personality Characteristics ◽  
Type B ◽  
Type A Personality

Several factors directly or indirectly influence academic achievement of students. There is immense variation in students’ academic achievement due to individual differences. Therefore, every individual has different personality characteristics that influence life, especially students’ academic achievement. Thus, the current study investigates the influence of personality types A and B on academic achievement of university students. This study presents a descriptive design. Furthermore, a random sampling technique was used for the sample selection. The Anjum-Khalique Scale and students’ GPAs were utilized as research tools. Correlation, regression and t-test were employed for data analysis. Findings exposed that personality types A and B have overall significant impact on academic achievement of students. Significant academic achievement difference was found between male and female students of type B personality unlike type A personality. It is recommended that deficiencies in personalities may be taken into consideration by teachers, administrators, educators, curriculum developers and policymakers for improvement in academic achievement.

scholarly journals Mental and Reproductive Health Correlates of Academic Performance among Debre Berhan University Female Students, Ethiopia: The Case of Premenstrual Dysphoric Disorder

2017 ◽  
Vol 2017 ◽  
pp. 1-8
Author(s):  
Sisay Mulugeta Alemu ◽  
Tesfa Dejenie Habtewold ◽  
Yohannes Gebreegziabhere Haile
Keyword(s):  
Academic Performance ◽  
Reproductive Health ◽  
Premenstrual Dysphoric Disorder ◽  
Female Students ◽  
University Education ◽  
Reproductive Age ◽  
Outcome Variable ◽  
Anova Test ◽  
Debre Berhan ◽  
Significant Difference

Background. Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance.Methods. Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance.Result. Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience (F-statistic = 0.08,pvalue = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses (F-statistic = 5.15,pvalue = 0.006).Conclusion. There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance.

Sex differences, personality and study difficulty in university students

1978 ◽  
Vol 10 (3) ◽  
pp. 221-229 ◽  
Author(s):  
Peter Stringer ◽  
Sidney Crown ◽  
C. J. Lucas ◽  
S. Supramaniam
Keyword(s):  
Sex Differences ◽  
Health Centre ◽  
Self Esteem ◽  
Female Students ◽  
Personality Characteristics ◽  
Personality Profiles ◽  
Social Psychological ◽  
Psychiatric Symptomatology ◽  
Male And Female ◽  
Poor Academic Performance

SummaryA study difficulty inventory and three sets of personality scales were administered to 145 students attending a university health centre. Motivational and psychoneurotic components of study difficulty were identified, which were differentially related in male and female students to basic personality characteristics and to psychiatric symptomatology. Syllabus-boundness emerged as more salient in the female students, and self-esteem in the males. Poor academic performance was found to be associated with distinctive personality profiles in the two sexes. Both intra-personality and social–psychological interactional factors appear to underlie the pattern of results.

scholarly journals Exploring the Effect of Gender and Personality Characteristics on Educational Performance

2020 ◽  
Vol 10 (5) ◽  
pp. 99
Author(s):  
Elizabeth I. Olowookere ◽  
Dare O. Omonijo ◽  
Jonathan A. Odukoya ◽  
Michael C. Anyaegbunam
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Private University ◽  
Female Students ◽  
Personality Characteristics ◽  
Personality Factors ◽  
Big Five Personality ◽  
Large Sample Size ◽  
Ogun State ◽  
The Subject

This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p<.01) was found to be positively related to academic performance while neuroticism (r=-.170, p<.05) negatively correlated with academic performance. Furthermore, the other Big five personality factors did not have any significant relationship with academic performance: extraversion (r= -.027, p>.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p<.01]. The present study found a consensus in gender differences in academic performance with females outperforming the males. Also, studies agree that females are higher in agreeableness and neuroticism but not significantly different in conscientiousness when compared with males. This study concluded that conscientiousness trait had a significant effect on students’ academic performance; and that female students academically performed better than their male counterparts. Consequently, it was recommended that further studies be conducted to ascertain gender differences in personality characteristics using a very large sample size.

Adolescent Voice Quality Aberrations: Personality and Social Status

1968 ◽  
Vol 11 (3) ◽  
pp. 576-582 ◽  
Author(s):  
John R. Muma ◽  
Ronald L. Laeder ◽  
Clarence E. Webb
Keyword(s):  
Social Status ◽  
Voice Quality ◽  
Personality Characteristics ◽  
Control Group ◽  
Peer Evaluations ◽  
Adolescent Voice

Seventy-eight subjects, identified as possessing voice quality aberrations for six months, constituted four experimental groups: breathiness, harshness, hoarseness, and nasality. A control group included 38 subjects. The four experimental groups were compared with the control group according to personality characteristics and peer evaluations. The results of these comparisons indicated that there was no relationship between voice quality aberration and either personality characteristics or peer evaluations.

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